Welcome to PME 832 - Syllabus for Winter 2018
Welcome to PME 832. I am very happy to be teaching this course. It is highly relevant to teachers at all levels. The connection referred to in the title of the course includes the connections from each of us to our students, from our students to their classmates, to their community, and perhaps most importantly to the knowledge and experiences they have in their daily lives. The connection also refers to the tools used to create such connections.
Course Format
There are five main modules and two 'bookend' modules in PME 832 – The Connected Classroom.
- Introduction Module: Welcome to PME 832
- Module 1: What is a Connected Classroom?
- Module 2: Pedagogical Approaches that Support Connected Classrooms
- Module 3: Theory in Practice: Examining Case Studies
- Module 4: Technological Tools for Connected Learning
- Module 5: Technologically-Enhanced Learning Frameworks and the Role of the Teacher
- Course Closure Module: Leadership in Professional Learning and Reflecting on PME 832
Independent Assignments
- Discussion board posts (6 X 6% each for 35%)
- Making Connections
- My Connections
- Top Two
- Sharing Case Studies
- Technological Tools
- Technological Frameworks and the Role of the Teacher
- Examining Theory in Practice—Case Studies (30%)
- Leadership in Professional Learning—Designing a Technologically-Enhanced Connected Learning Experience (35%)
|
Module |
Topic |
Duration |
Assessment |
|
Introduction Week 1 January 8th - 14th |
Welcome to PME 832 |
1 week
|
Discussion Board Post:
DUE: END OF WEEK 1 – Jan. 14th |
|
Module 1 Week 2 Jan 15th - 21st |
What is a Connected Classroom? |
1 week |
Discussion Board Post:
DUE: END OF WEEK 2 – Jan 21st |
|
Module 2 Week 3 Jan 22nd – 28th |
Pedagogical Approaches that Support Connected Classrooms |
1 week |
Discussion Board Post:
DUE: END OF WEEK 3 – Jan 28th |
|
Module 3 Weeks 5 & 6 Jan 29th - Feb 11th |
Theory in Practice: Examining Case Studies |
2 Weeks |
Discussion Board Posts:
Mid-course formative assessment
DUE: END OF WEEK 6 – Feb 11th |
|
Module 4 Week 7 Feb 12th – 18th |
Technological Tools for Connected Learning |
1 Week |
Discussion Board Posts:
DropBox Assignment:
DUE: END OF WEEK 7 – Feb 18th |
|
Reading week – Week 8 – Feb 19th – Feb 25th Read ahead or catch up. Late assignments may be considered if posted during reading week |
|||
|
Module 5 Week 9 Feb 26th – Mar 4th |
Technologically-Enhanced Learning Frameworks and the Role of the Teacher |
1 week
|
Discussion Board Posts:
DUE: END OF WEEK 9 – Mar 4th |
|
Course Closure Weeks 10 & 11 Mar 5th – 18th |
Leadership in Professional Learning and Reflecting on PME 832 |
2 weeks |
DropBox Assignment
Final Formative Assessment
DUE: END OF WEEK 11 – Mar 18th |
801 - Winter 2018 Syllabus
Overview
From the course documentation: This course will enable the student to understand the foundational principles of collaborative learning and to enact those principles in professional practice. This, in turn, will lead to the creation of a collaborative learning community within the context of the course where the knowledge and skills of professional inquiry will be explored and demonstrated.
Please note:
- There is overlap in the timing of the modules and they are of varying lengths.
- Module 4 is perhaps the most intensive as it requires group work, an extensive literature review and engagement with external communities (the name of the course is Collaborative Inquiry).
- As you will note in the course Gantt chart (following the weekly syllabus), you should start thinking about potential group members and associated work in Module 2.
- I urge you to review the entire course structure in order to be clear on the progression of ideas and content and to be able to make connections between the various elements of the course.
- I am happy to negotiate deadlines and due dates as needed. However, please consider your classmates when doing so.
Module Structure
There are five (main) modules in GDPI/PME 801 - Collaborative Inquiry. Some of the modules overlap throughout the duration of the course. There are also un-numbered modules that mark the beginning (Course & Personal Introductions module), the middle (Mid-course Consultation module) and the end of the course (Course Closure module). The main modular structure is as follows:
- Module 1: Collaborative Inquiry about Core Concepts
- Module 2: Knowledge Building
- Module 3: Develop and Share Artifacts
- Module 4: Engage in Collaborative Design with Course Peers
- Module 5: Connect with a Professional Community: Communicating about Collaborative Inquiry
Evaluation
Feedback and reflection are integral to successful professional inquiry. Across the GDPI/PME courses, participants are provided with various ways to reflect on their progress (e.g. blogging, portfolio development) and to receive on-going feedback about the progress of their ideas, actions and concerns (e.g. group discussion, collaboration, written comments). The instructor, along with other participants in the course, will provide feedback as part of the day-to-day course functioning, however at two points in this course a formal interaction between the instructor and each participant will take place.
At roughly the mid-point of the course, participants will conduct a self-assessment. This process has 2 parts. First, participants will complete the Participant’s reflection section of the GDPI-PME Rubric of Professional Inquiry. In addition, participants will consider the 5 elements of inquiry represented on the rubric and construct a profile of the quality of their own learning to date. Once both sections are completed, participants will submit the rubric to the instructor via the Dropbox.
The instructor will then respond with his/her own assessment of the learning on both the rubric and through the Instructor’s Remarks. No grade is to be assigned as this mid-course use of the Rubric of Professional Inquiry is for formative purposes only. At the end of the course, again using the Rubric of Professional Inquiry and following the same pattern of interaction, a summative assessment will be completed by the instructor.
Syllabus
|
Module |
Duration |
Activity/Assignment |
|
Course & Personal Introductions Jan 8th – 14th |
1 week |
|
|
Module 1. Collaborative Inquiry Core Concepts Jan 15th – 28th |
2 weeks |
|
|
Module 2. Knowledge Building Jan 29th – Feb 11th |
2 weeks |
|
|
Module 3. Develop & Share Artifacts Feb 5th – 18th |
2 weeks |
|
|
Mid-Course Consultation - Submit to dropbox Feb 18th |
||
|
Module 4. Engage in Collaborative Design with Course Peers Jan 15th – Mar 11th |
Over several weeks |
|
|
Module 5. Connect with a Professional Community: Communicating about Collaborative Inquiry Feb 26th – Mar 18th |
|
|
|
Course Closure Reflections March 12th - 18th |
|
|
|
Final Course Consultation Submit to dropbox March 18th |
||
PME 851 - Syllabus - Fall 2017
GDPI/PME 851 - Culture, Curriculum and Pedagogy
Instructor: Dr. Paul Leslie
Assistant Professor, Faculty of Education, Queens University
This email address is being protected from spambots. You need JavaScript enabled to view it.
Assignments
|
Grade Item |
Score |
|
|
Discussions |
0 / 50 |
|
|
Personal Profile |
0 / 5.56 |
|
|
Conversations about Inquiry |
0 / 5.56 |
|
|
Resources for Promoting Cultural Awareness and Diversity |
0 / 5.56 |
|
|
The Role of Education |
0 / 5.56 |
|
|
The Role of Technology |
0 / 5.56 |
|
|
The Six C's |
0 / 5.56 |
|
|
Pedagogical Preparation for International Teaching |
0 / 5.56 |
|
|
My Classroom and Its Cultural Norms |
0 / 5.56 |
|
|
Linguistically Diverse Teaching Contexts |
0 / 5.56 |
|
|
Assignments |
||
|
Culture and Context: Navigating Cultural Diversity |
0 / 10 |
|
|
Identity as a Teacher |
0 / 10 |
|
|
Final Assignment Infographic |
0 / 30 |
|
Discussion Boards
Each student is required to complete assigned discussion posts every week as well as respond to the posts made by other classmates. There are 9 discussions in total that will add up to a score out of 50%.
Each module also includes questions that will prompt your thinking and reflection of your professional context in relation to that topic. You are not meant to post all the answers to these questions, but choosing a few could help you inform the topics you discuss in relation to the readings.
Online participation (during entire course): We expect all students to participate actively in the online discussions on OnQ. By participating in a timely fashion in each module, students contribute to the collective learning of the class as well as their own individual learning.
Participation can consist of:
- A compelling quote from the readings
- A reaction to the content
- Discussion questions raised by the text or videos
- Sharing relevant research studies of interest
- Providing examples of interesting classroom/teaching practices
- Reflection on your own experiences related to cross-cultural learning/teaching
- Contributing to the discussion of key issues that emerge from our shared work
Assignments
There are three assignments that will add up to 50% of the total grade.
Formative Assessments
There are also two formative assessments in which you will reflect on your progress to date. These are not graded, but are mandatory assignments. They provide you an opportunity to speak frankly to the instructor about your thoughts and comments on the course, how the course is serving your needs, and your performance.
Course Syllabus
Course Overview: For a full overview of the Course Outline, see below. You will find an outline of the module names, topics, expected duration, learning activities, and assignment tasks.
There are five modules in GDPI/PME 851– Culture, Curriculum, and Pedagogy. The course is structured in blocks with reading weeks in-between to give some time to read the course materials. On reading weeks, no online posts to OnQ are required.
|
Module |
Topic |
Duration |
Assessment |
|
Module 1 Week 1 Sept. 18th -24th |
Introduction to PME 851 and our Community |
1 week
|
Discussion Board posts:
DUE: END OF WEEK 1 – Sept. 24th |
|
Module 2 Week 2 Sept. 25th – Oct 1st |
Culture and Curriculum in International Contexts |
1 week |
Discussion Board Post:
Dropbox Assignment:
DUE: END OF WEEK 2 – Oct 1st |
|
Reading week Week 3 – Oct. 2 – 9th (Thanksgiving) Read ahead or catch up. Late assignments may be considered if posted during reading week |
|||
|
Module 3 Week 4 Oct. 10th - 15th
|
Curriculum and Teaching
|
1 week
|
Discussion Board Post:
Dropbox Assignment:
Mid-course formative assessment
DUE: END OF WEEK 4 – Oct. 15th |
|
Module 4 Weeks 5 & 6 Oct. 16th – 29th |
Classroom and Community Connections |
2 Weeks |
Discussion Board Posts:
DUE: END OF WEEK 6 – Oct. 29th |
|
Reading Week Week 7, Oct. 30th – Nov. 5th Read ahead or catch up. Late assignments may be considered if posted during reading week |
|||
|
Module 5 Week 8 Nov. 6th – 12th |
Pedagogy
|
1 week
|
Discussion Board Posts:
DUE: END OF WEEK 8 – Nov. 12th |
|
Module 6 Weeks 9 – 10 Nov. 13th – 26th |
Course Closure |
2 weeks |
Final Discussion Board Post
DropBox Assignment
DUE: END OF WEEK 10 – Nov. 26th |
PME 832 - Syllabus - Fall 2017
PME 832: The Connected Classroom
Instructor: Dr. Paul Leslie
- Assistant Professor, Faculty of Education, Queens University
- This email address is being protected from spambots. You need JavaScript enabled to view it.
- Course designed by Dr. Holly Ogden & Judy Wearing
Below you will find attached a PDF of this page plus a PDF of the entire course outline.
Assignments
Discussion board posts (6 X 6% each for 35%)
For each discussion board, please post your own comment and then respond meaningfully and respectfully to the post of two classmates. Discussion board posts should be between 350 and 500 words in length and connect to the required readings. Responses do not have a required length but should be crafted to further learning in a meaningful and respectful manner.
- “Making Connections” Please share three statements, two truths and a lie about yourself. Read and respond to the post of EVERY member of the class, by guessing which is the lie.
- “My Connections” Share your annotated concept map, showing as many meaningful and authentic connections as you can imagine for students in your current practice. Provide a description of the connections you’ve mapped, referencing some of the readings and/or the video.
- “Top Two”. Cite related research and scholarship to make strong connections between two pedagogical approaches and the Mind Map you posted in Module 1.
- “Sharing Case Studies” Share a brief description of the second Case Study that you examined and provide a link for your peers to find more information about the program. Then, describe what you found to be the most significant “take-away” from the two examples of connected learning you researched.
- “Technological Tools” Share a brief description of three examples of how educators effectively used the same technological tool. Rank them in order of effectiveness, and explain why you ranked them in the order you did. Also explain how you would use this tool in your own practice.
- “Technological Frameworks and the Role of the Teacher” Consider your current practice. What are your strengths and next steps as you strive to offer technology-enabled connected learning for your students? Make reference to at least one framework and connect your thinking to November’s ideas.
Examining Theory in Practice—Case Studies (30%)
In this assignment, you will examine two, present-day examples of Connected Learning. You will investigate two case studies (one from a provided list, and one that you have found on your own) using the guiding questions below.
- What pedagogical approaches from Module 2 relate most closely with each case?
- What important skills are the students developing in each case study that may not be as readily developed in a traditional classroom setting?
- What are the biggest three challenges or barriers to providing this kind of connected learning opportunity for all learners? What are possible solutions to overcome these challenges/barriers?
- Can you think of one or more suggestions to increase connectedness or enhance student learning in each?
Share your analysis of both cases in a written document (1000 words - double spaced). Post this document in the Theory in Practice DROPBOX for your instructor to evaluate using a checklist.
Leadership in Professional Learning—Designing a Technologically-Enhanced Connected Learning Experience (35%)
This culminating task will help you to bring together your learning from all five modules in this course. For this final project, you will envision what connected learning could look like in your professional context. As a culminating task, you will individually design a connected classroom project that you could use with your students and present it to your peers. You may choose to present your design as a project or unit plan or in another format (e.g., powerpoint, prezi, youtube video, etc.) with the goal of inspiring others to foster and create connections in their own teaching and learning.
A successful connected classroom project or program will include:
- Strong and authentic connection
- Rich learning that uncovers the curriculum
- Ongoing learning– not a one-time thing
- Theoretically-supported pedagogy, Technology-enhanced opportunities, Feasible design.
Along with your connected classroom program/project, please write a rationale ( 600 words MAXIMUM, double spaced) detailing:
- How the program relates to pedagogical approaches (cite scholarly work);
- How you decided which digital technologies to incorporate;
- Who you could share this work with and how you might share it; and,
- Why you chose this approach and how it shows professional growth from your previous teaching and/or planning.
Formative Assessments
There are also two formative assessments in which you will reflect on your progress to date. These are not graded, but are mandatory assignments. They provide you an opportunity to speak frankly to the instructor about your thoughts and comments on the course, how the course is serving your needs, and your performance.
Course Syllabus
|
Module |
Topic |
Duration |
Assessment |
|
Introduction Week 1 Sept. 18th -24th |
Welcome to PME 832 |
1 week
|
Discussion Board Post:
DUE: END OF WEEK 1 – Sept. 24th |
|
Module 1 Week 2 Sept. 25th – Oct 1st |
What is a Connected Classroom? |
1 week |
Discussion Board Post:
DUE: END OF WEEK 2 – Oct 1st |
|
Reading week Week 3 – Oct. 2nd - 9th (Thanksgiving) Read ahead or catch up. Late assignments may be considered if posted during reading week |
|||
|
Module 2 Week 4 Oct. 10th - 15th
|
Pedagogical Approaches that Support Connected Classrooms
|
1 week
|
Discussion Board Post:
Mid-course formative assessment
DUE: END OF WEEK 4 – Oct. 22nd |
|
Module 3 Weeks 5 & 6 Oct. 16th – 29th |
Theory in Practice: Examining Case Studies |
2 Weeks |
Discussion Board Posts:
DropBox Assignment:
DUE: END OF WEEK 6 – Oct. 29th |
|
Module 4 Week 7 Oct. 30th – Nov 5th |
Technological Tools for Connected Learning |
1 Week |
Discussion Board Posts:
DUE: END OF WEEK 7 – Nov. 5th |
|
Module 5 Week 8 Nov. 6th – 12th |
Technologically-Enhanced Learning Frameworks and the Role of the Teacher |
1 week
|
Discussion Board Posts:
DUE: END OF WEEK 8 – Nov. 12th |
|
Reading Week Week 9, Nov. 13th - 19th Read ahead or catch up. Late assignments may be considered if posted during reading week. |
|||
|
Course Closure Week 10 Nov. 20th – 26th |
Leadership in Professional Learning and Reflecting on PME 832 |
1 week |
DropBox Assignment
Final Formative Assessment
DUE: END OF WEEK 10 – Nov. 26th |